for the great end of all philanthropic exertions, on the part of Government and private individuals, is the moral, and, with it, the intellectual elevation of the poor and working classes. The employment of monitors, instead of well-trained masters, serves to stultify our best efforts and intentions.

The statement is continually repeated and pressed upon our attention, that money cannot be had to pay masters for every school of 80 or 100 pupils, and therefore that monitors must be employed. Has the experiment ever been made on a large scale, or beyond a few solitary cases? Has the public exclaimed as long and loudly for the emancipation of our people at home, from vice, and ignorance, and sin, as they have done for the emancipation of the colonial slaves? Has the Legislature been fairly assailed for an equal sum for home as for foreign emancipation? We know it has the power to grant, and the country can easily bear the expenditure.

Monitors may be employed under the training system, as well as under any other, with the firm conviction, however, that in exact proportion as we employ such substitutes, we are destroying the efficiency of the system. Our aim, however, viz., the cultivation of the whole man, is too high, willingly to place apprentices as the teachers and trainers of youth, if we can get masters.

All we have already said refers chiefly to the effect of the use of monitors upon their pupils. But we must attend to some evils which relate to themselves.

A monitor is oftentimes found favouring certain companions of his own; or, if too old for such an acquaintanceship, he frequently threatens to punish such of the pupils as may chance to have playthings or sweetmeats, if they do not share them with him; and this he secures, by putting such questions as may cause them to make mistakes, and so lose their position in the class.

One of our students at present in the seminary, says, that when a monitor, he has frequently sent up boys to the master

to get flogged, simply because he had been refused some playthings or sweetmeats-the boys, of course, not daring to complain, lest a second beating should follow on their leaving school.

Humility is indeed the basis of all improvement, intellectual or moral, or even physical. Pride and vanity, therefore, must be barriers. No one who has witnessed the self-important gait, and manner, and strut, of many of these little gentlemen, while engaged in their temporary or more permanent official elevation, but must be convinced, that whatever intellectual vigour or fury they may acquire by exercise, their own moral training is seriously injured, and that pride and vanity are decidedly and most directly cultivated. More than this: whilst the office of monitor is expected to render them eventually superior teachers, the reflecting mind must perceive that the habitual exercise of the opposite principle to humility must prove a formidable barrier to their improvement in after life. If we are to have moral training in our schools, really or professedly, and if monitors cannot morally or even intellectually train, and if, in a moral point of view, the office causes a decided injury to themselves, we would use them as seldom as we could-the seldomer the better; and would call on intelligent teachers and trainers, and the reflecting and benevolent directors of schools, to consider calmly whether, as a principle, they ought to be used at all.

We believe, strong as the desire is to favour the monitorial system, in whole or in part, that, for reasons we have already stated, no intelligent man would argue for their use, provided money could be had to pay properly-trained masters. Monitors must be held only as substitutes,—and poor substitutes they are! Keeping this in view, we have no objections to employ boys to revise the lessons in arithmetic or spelling, or to put aside the pens-place out the forms and desks, and other little matters that may serve to ease the labour of the master; but, as already stated, they cannot morally train,

analyse or picture out any point or difficulty, as the master himself may do.

If monitors must be used for a time in these days of educational parsimony, and, we had almost added, ignorance, and used, we believe, they will be, let us keep the truth steadily in view, that the attempt to communicate knowledge, or to train by monitors, deceives the public and ourselves, by raising undue expectations; and robs the youth of our country of that substantial religious and secular knowledge, and those practical exercises of the moral affections, which it is our duty to cultivate.

As many trainers who enter upon their office, even in schools prepared and fitted up by directors for the Training System, are required to teach children from six to twelve years of age, and in all the ordinary branches of an English education, the question is frequently asked, How can the Training System be introduced, and yet use monitors? We would answer, that a considerable amount of mental, physical, and moral training might be infused by the following order, and although not complete, it certainly would be a great improvement on any of the old systems :

Let the master-trainer himself conduct the gallery Bible training lesson every morning, and also the gallery oral lesson on natural science every afternoon, to the whole scholars. At the end of six months, as the oldest children will then be capable of advancing more rapidly, should he have a trained assistant, the master may conduct the afternoon lesson with the old scholars, while the assistant takes the juniors in the gallery of the class-room. If he has no assistant, the trainer may then be compelled to give only one scientific lesson each afternoon alternately, to the older and the younger branches.*

* For the particular mode of occupying the monitors in classes, and the master in gallery revising lessons, see Chapter Routine of the different depart

ments.'

CHAPTER XVI.

PHYSICAL EXERCISES-VOCAL MUSIC-MANNER OF

THE TRAINER.

IN conducting a training school, physical exercises, singing, and the manner of the trainer, are important, not only in themselves, but as means to an end.

PHYSICAL EXERCISES.

These were generally introduced into infant schools of every description, to a greater or less extent, but are new in juvenile schools. They were introduced from the first establishment of the training system, in each of the model initiatory and juvenile practising schools,-being, of course, more frequently used in the former than in the latter.

It is easy to define physical training in regard to a mere animal-a horse or a dog, for example-but not so easy in respect of a human being, who, although possessed of powers and propensities in common with the brute creation, is also endowed with reason and moral affections. The physical, the intellectual, and the moral powers are essentially distinct, yet they are so dove-tailed, the one with the other, and they so act and re-act upon one another, that it is difficult, if not impossible, to say where the influence of one of them begins and that of theother ends. In analysing one department or division of the human system, therefore, such as the physical, in reference to the education of a child, and the influence of the sympathy of numbers,' which operates powerfully be

tween one child and another, intellectually and morally as well as physically, it may be expected, in noticing one department, that we diverge occasionally into the peculiar province of the others.

Physical exercises are as necessary in training the child to correct intellectual and moral habits through life,* as the marching, wheeling, shouldering arms, etc., are to the soldier to fit him for the field of battle. Upon the same principle as the drill-serjeant acts, so must the school-trainer not merely command, but physically share in what he wishes to be obeyed.

The promptitude of the cavalry soldier, like that of the horse on which he rides, is secured by physical exercises,no necessary connection subsists between the exercise of the soldier's moral and physical powers, whatever there may be with his intellectual. His moral good qualities may be so dormant that he may hate the commander whom he obeys, even while fighting for the honour and glory of his country. It is widely different, however, in the moral training school; for while the child is trained physically to obey, he is also trained intellectually to know and understand the reason why, and to obey and love his master, who leads and directs him from a principle of love to God, and obedience to his revealed will. Still, physical exercises or training cannot be dispensed with under any sound system of education, and the trainer who attempts it will most assuredly fail. We, therefore, are right in requiring that physical exercises should form a part in the process of every intellectual and of every religious or moral training lesson.

In order to economise time and space, we shall endeavour to give our subsequent remarks in the form of practical hints suited to the student of training.

Health is to be promoted by physical exercises-cleanliness and neatness of person are also essential points.

*See Practical Department.

The latter